Suppose Stephen breeds flowers and wants to optimize production of offspring with both short stems and white flowers, which are coded for by two genes with the recessive alleles t and p, respectively. In flowers, T codes for tall stems and P codes for purple flowers. Stephen crosses two heterozygotes that produce 544 offspring. How many of these 544 offspring are predicted to have both short stems and white flowers

From the whole progeny of 544 plants, 34 individuals are expected to have short stems and white flowers.

Explanation:

Available data:

In a dihybrid cross, it is expected to get a phenotypic ratio of 9:3:3:1

Cross:

Parentals)     TtPp     x     TtPp

Gametes)  TP  Tp  tP  tp

                  TP  Tp  tP  tp

Punnett square)

        TP        Tp        tP        tp

TP   TTPP    TTPp   TtPP   TtPp

Tp   TTPp    TTpp   TtPp   Ttpp

tP    TtPP      TtPp    ttPP     ttPp

tp    TtPp     Ttpp     ttPp     ttpp

F1)

(Note: The "-" symbol represents either a dominant allele or a recessive one)

From these possible genotypes and phenotypes, we can get their corresponding amount of individuals

16 544 individuals

9 X = 306 individuals tall stems and purple flowers T-P-

3X = 102 individuals with tall stems and white flowers T-pp

3 X = 102 individuals with short stems and purple flowers ttP-

1 X = 34 individuals with short stems and white flowers, ttpp

picture a world where computers are building made-to-order personalized robotic arms and synthetic organs, drones are circulating above mars! due to the rapid growth of technology, the future has never been more unpredictable, and it presents a huge challenge in education: we are teaching students how to work in a future that we have never been unsure of. it is widely predicted that in eight years’ time, there will be more jobs in the fields of science, mathematics, technology and engineering than in any other discipline. and, as the technology continues to develop, it will soon become clear that addressing social problems will involve more innovative thinking, and analytical and technical knowledge than ever before. undeniably, there are no subjects that encourage innovative and creative thinking, deep thought, problem solving and independence more than the stem subjects. while it is widely commented on that there is a need to reimagine the ways stem subjects are taught in schools by embracing a more interactive and innovative approach to appeal to more students, it should come as no surprise that some of the most reputable educational organizations in the world are already implementing changes to embrace stem. harvard, for example, announced in 2014 that they were increasing their computer science faculty by over 50% and has since introduced computer science as a core subject for all freshmen. the urgency of supporting stem subjects at a young age is becoming more relevant than ever, as adopting a keen interest in the curricula needs to happen early. however, beyond the age issue is one of gender.

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